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A covariate is a continuous variable that is expected to change (“vary”) with (“co”) the outcome variable of a study. Generally speaking, a covariate can refer to any continuous variable that is expected to correlate with the outcome variable of interest. Although the term is sometimes used in this way, it is typically used to refer to variables that are not of direct or substantive interest in the study. Because they are associated with the outcome variable but are not the focus of the study, covariates are often called “extraneous” or “nuisance” variables. They are included in the analysis to increase precision or rule out alternative explanations for the findings, but they are not the focus of the analysis.

Accounting, or controlling, for covariates in analysis is important because it allows the researcher to be more confident in the conclusions drawn from the study and helps explain variance in the outcome variable that would otherwise be considered error variance. For example, in a study examining the effects of different group decision-making techniques on group members’ satisfaction with the group’s decision, it is likely that participants’ preexisting attitudes toward group work affect their satisfaction. The researcher could measure participants’ attitudes and include this variable as a covariate in his or her analyses. By doing so, the researcher could better isolate the effects of the different decision-making techniques and be more confident that any differences between groups were the result of those techniques, as opposed to preexisting attitudes about group work. The remainder of this entry describes typical uses of covariates and important considerations when including covariates in an analysis.

Common Uses of Covariates

Functions of Covariates

Including covariates in a statistical analysis can accomplish two primary objectives. First, it often allows for greater precision in estimates of the association between the predictor variable of interest and the outcome variable. When an important covariate is excluded from the analysis, the variance attributable to the covariate gets included as part of the error or residual variance. This larger residual weakens the test of the predictor variable of interest. In this case, including relevant covariates can make it easier to detect the effects of the predictor variable of interest. For example, including initial communication apprehension as a covariate in a model assessing the effects of an intervention on communication apprehension can help isolate the effects of the intervention. Participants’ communication apprehension scores at the end of the study will be a function of both their initial communication apprehension scores and the intervention. If initial scores are omitted from the model, it will appear that there is more variation in the effects of the intervention than there actually is. Including initial communication apprehension in the model reduces the amount of variance in the model that is unaccounted for (i.e., the error or residual variance) and increases the precision of the test of the effects of the intervention. This use of covariates is most helpful in experimental designs, when participants are randomly assigned to experimental conditions but are also expected to vary in important ways at the beginning of the study.

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